Die Rolle des Wissens angehender Mathematiklehrkräfte beim Diagnostizieren schwierigkeitsgenerierender Aufgabenmerkmale. Erkenntnisse aus Eye-Tracking Stimulated Recall Interviews

Schreiter, Saskia; Vogel, Markus; Rehm, Markus; Dörfler, Tobias

doi:10.1007/s13138-022-00203-z

Cited by 7 publications

(15 citation statements)

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“…In an eye-tracking stimulated recall interview, participants are asked to retrospectively describe their own thoughts based on a video sequence of their eye movements (Hyrskykari et al, 2008). Visualizing eye movements serves as a memory aid to recall own actions and thoughts and has proven to be an effective method to stimulate reflection of internal cognitive processes (e.g., Schreiter et al, 2022).…”

Section: Eye-tracking For Investigating Students' Mathematical Thinkingmentioning

confidence: 99%

Eye Tracking for STEM Education Research: New Perspectives

2024

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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Section: Eye-tracking For Investigating Students' Mathematical Thinkingmentioning

confidence: 99%

Eye Tracking for STEM Education Research: New Perspectives

2024

Frontiers Research Topics

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Section: Eye-tracking For Investigating Students' Mathematical Thinkingmentioning

confidence: 99%

Eye-tracking measures as indicators for a local vs. global view of data

Schreiter

Vogel

2023

Front. Educ.

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Comparing data distributions is a fundamental activity in statistics and a motivating learning opportunity in schools to initiate statistical thinking. Research has shown that many students tend to perceive a data distribution as a collection of individual values rather than as a conceptual entity that has certain features such as center, spread, and shape. These difficulties are reflected in students’ tendency to focus on local details of the distribution (so-called local view of data) instead of referring to differences between the distributions as a whole (so-called global view of data). While many authors refer to school students’ conceptions and difficulties related to their view of data, there is, to the best of our knowledge, no empirical study that investigated their actual viewing behavior (local vs. global) when comparing distributions. The central assumption of this study is that specific eye-tracking measures constitute indicators for the perceiving and processing of local vs. global distributional features. For this purpose, hypotheses for differences in certain eye-tracking measures (fixation count, saccade amplitude, and saccade direction) between students with a local and global view of data were theoretically derived and empirically investigated using a methodological combination of eye-tracking and stimulated recall interviews. We analyzed data of 25 sixth-grade students who each completed four items on distributional comparisons. The results showed strong positive inter-item correlations for all eye-tracking measures, indicating high internal consistency in participants’ gaze behavior across all items. Based on the analysis of the eye-tracking stimulated recall interviews, we split our sample into those students who perceived and processed global features in half or more of the items (global view) and those below that threshold (local view). In line with our theoretically derived hypotheses, students with a global compared to a local view of data had on average significantly fewer fixations, longer saccade amplitudes, and a higher relative number of horizontal saccades. These results suggest that eye-tracking can assist in identifying students’ conceptions and difficulties related to a local vs. global view of data. Implications for school practice and further research are discussed.

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“…Such knowledge is particularly relevant when the diagnostic situation does not require the comparison of students' overall competencies in relation to one another (rank-order assessment) but to assess individual students' level of mathematical competencies relative to a normative competence model and to classify individual students' specific mathematical abilities and misconceptions. Experimental studies showed that directly instructing prospective teachers in specific pedagogical content knowledge improved their accuracy in assessing task difficulties (Ostermann et al 2018) or task features (Rieu et al 2022;Schreiter et al 2022). Consequently, interventions that provide relevant knowledge have the potential to foster prospective teachers' diagnostic competencies effectively even in short interventions during university courses.…”

Section: Providing Instructional Support Through Scaffoldingmentioning

confidence: 99%

“… 2022 ; Schreiter et al. 2022 ). Consequently, interventions that provide relevant knowledge have the potential to foster prospective teachers’ diagnostic competencies effectively even in short interventions during university courses.…”

Section: Introductionmentioning

confidence: 99%

Developing a Simulation to Foster Prospective Mathematics Teachers’ Diagnostic Competencies: the Effects of Scaffolding

et al. 2022

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To assess individual students’ abilities and misconceptions in mathematics, teachers need diagnostic competencies. Although research has addressed the quality of teachers’ diagnostic competencies in recent years, it is not very clear how to foster these competencies effectively in the course of prospective teachers’ university education. Research suggests that simulations with instructional support are promising tools for fostering complex competencies. We have developed a simulation that aims at measuring and fostering prospective primary school teachers’ competencies to assess students’ mathematical abilities and misconceptions based on their written task solutions. In this study, we analysed data from prospective primary school mathematics teachers who used one of three different versions of the simulation. Two versions contained a specific type of scaffolding, while the third version did not contain scaffolding. Specifically, the two scaffolding types were content-related scaffolding that emphasized the use of specific pedagogical content knowledge, and strategic scaffolding that emphasized diagnostic activities. The results suggest that integrating scaffolding into the simulation did not substantially influence participants’ overall perception of the simulation regarding presence, authenticity, or perceived cognitive load. Compared to participants in a control group without intervention, participants who used the simulation with scaffolding had higher diagnostic accuracy regarding overall assessment of students’ competence level. However, only content-related scaffolding but not strategic scaffolding or no scaffolding tended to improve participants’ competence in identifying students’ specific misconceptions. The results provide a first empirical basis for further development of the simulation.

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Die Rolle des Wissens angehender Mathematiklehrkräfte beim Diagnostizieren schwierigkeitsgenerierender Aufgabenmerkmale. Erkenntnisse aus Eye-Tracking Stimulated Recall Interviews

Cited by 7 publications

References 47 publications

Eye Tracking for STEM Education Research: New Perspectives

Eye Tracking for STEM Education Research: New Perspectives

Eye-tracking measures as indicators for a local vs. global view of data

Developing a Simulation to Foster Prospective Mathematics Teachers’ Diagnostic Competencies: the Effects of Scaffolding

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